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Beyond the Grade: Advancing Equity through Assessment Reform and Analytic Innovation

Wed, April 8, 9:45 to 11:15am PDT (9:45 to 11:15am PDT), Los Angeles Convention Center, Floor: Level Two, Room 501A

Session Type: Working Group Roundtable

Abstract

This session unites four empirical studies examining assessment and equity from complementary methodological and international perspectives. The first investigates symbolic bias in teacher grading, revealing how performance stereotypes create a “mediocrity trap” that disadvantages mid-performing students. The second analyzes grading-reform data from 7,200 U.S. high school students, finding that separating academic and noncognitive factors improves transparency without destabilizing outcomes. The third, a Ghanaian survey of 426 teachers, shows that beliefs mediate the relationship between assessment knowledge and classroom practice, highlighting structural and resource barriers. The final paper employs MAIHDA modeling to link intersectional student identities and school climate to growth percentiles. Together, these studies advance evidence-based strategies for equitable assessment, data-driven reform, and culturally responsive evaluation systems. (120 words)

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